INTRODUCTION
Background
of the Research
Reading is very important in our
life. Through reading, students get new information that will increase their
knowledge. Budiharso (2006:25) points out that in general perspective, through
reading, people can get a variety of hidden information and knowledge in books
and other printed media. Reading is the activity which can improve students’
idea to think to more, because they get
much information from it. So, the students Seed to read to get information and
increase their knowledge.
Reading comprehension is the way how
the reader understand about the textual meaning. Students Seed reading
comprehension to understand about the content of the text. To comprehend the
text, they Seed intensive time and know how the way to Lear it in learning
process. To achieve it, the students must go through the process. In reading
comprehension process Burns, Roe and Ross (1996: 08) explain that students must
go through some aspects: 1) sensor aspect; 2) perceptual aspect; sequential
aspects; 3) affective aspect; 4) constructive aspect. Therefore, the students
ought to really know what are they go through to achieve reading comprehension.
In fact, most of the students do not
know how the process to get comprehension the text effectively. Here,
participation of the teacher and cooperative learning among students are
needed. Cooperative learning aspires to shift the focus of teaching from
lecturing to groups of mostly passive students to instruction through
orchestrating students’ interactions with Beach other. The students are the
central of Education, so they are expected to be more active and critical in
the process of learning. To support it, teacher also helps them as facilitator
in learning process. Indeed teacher always tries to solve the students’
problem.
Although small group is not
something new in learning process, it is he effective technique to construct
Cooperation among students. In addition, if one of the students gets difficulties,
the other students can help to solve the problems. According to Brown (2007:
53) the students work together in pairs and groups to share information and
come to Beach others aid in to achieve goals successfully. In other words,
small group work is needed help students to solve the problems by themselves.
To construct small group work, there
are some requirements. In the journal speaking of teaching, Winter(1992:2)
states that group work can be set up by viewing some of the difficulties and can
be eliminate and minimize i fit is not necessary. There are five requirements
to construct it, they are: 1) the students have high responsibility for groups
member; 2) students discusses issues and comprehend the meaning of feedback
clearly; 3) in the last Gide rewards for high level groups performance. To
conclude, it is not easy to make a small group work because it has some of
requirements to construct it.
Small group work is technique which
can help the students find the best Solutions of various ideas. Usually, before
the group finds the precise Solutions, they share their own ideas. In other
words if one students suggests a Solutions, the other members offer reasons why it has to work and why it
has not work. After that, the group combines some aspects of previously
generated Solutions and finds the best Solutions from some aspects of various
ideas. So, the students can find the alternative Solutions by using small group
work.
Beside small group work, team
teaching also helps students to find the Solutions students’ complicated.
According to Hanusch, Obijiofor and Volcic(2009:66) the purpose of team
teaching is to facilitate the students’ comprehending of concepts from kinds of
view points. The objectives that inform team teaching approaches are designed
to encourage a cooperative effort in which students and teachers are engaged i
nan Intellectual exchange that ultimately benefits both of them. Teachers stand
to gain in terms of their professional Development and the students benefit
from the increased quality of the lesson. In brief, besides team teaching can
help the students to find the Solutions, it has some of benefits the teacher
too.
Team teaching is a method where two
of more teachers share teaching responsibilities within a classroom setting.
Rini, Widiati, and Widayanti (2008: 187) point out that the most attention was
team teaching which involved teachers to have shared responsibilities for
planning, instructing and evaluating instruction. In team teaching, teachers
have the same responsibility to teach the students. So, the teachers can help
the students and control teaching and learning process exchange intensively.
Based on the explanation, the
researchers tries to apply small group work and team teaching to see students
activeness on reading comprehension achievement. It is one of the Solutions to
help the problems of the students in learning process. So, small group work and
team teaching Give impact to students and teacher also.
Derived from the explanation above,
the researcher conduct a researcher in SMPN 4 Banyuwangi, because this school
never used collaboration between small group work and team teaching in teaching
reading. The eight grade students Were chosen as the subject of the Research
because the students can used small group work and teaching. To summarize, this
Research is to investigate whether or not the students who are taught by using
small group work and team teaching technique get a Bette score in answering
factual and inferential question than those who are not. The title of the
Research is formulated ‘The effect of
small group work with team teaching on the eight grade students’ reading
comprehension achievement at SMPN 4 Banyuwangi in 2013/2014 Academic year.’